MANUAL 



BOARD OF EDUCATION, 



STATE OF KANSAS, 



FOB THE USE OF 



APPROVED INSTITUTIONS OF LEARNING, 



CANDIDATES FOR THE CERTIFICATES AND DIPLOMAS 
ISSUED BY THE BOARD. 



1894. 



TOPEKA, 

PRESS OF THE HAMILTON PRINTING COMPANY : 

Edwin H. Snow, State Printer. 

1894. 



MANUAL 



BOARD OF EDUCATION, 



STATE OF KANSAS, 



FOB THE USE OF 



APPROVED INSTITUTIONS OF LEARNING, 



CANDIDATES FOR THE CERTIFICATES AND DIPLOMAS 
ISSUED BY THE BOARD. 



1894.:':;" 



TOPE K A. 

PRESS OF THE HAMILTON PRINTING COMPANY: 

Edwin H. Snow, State Printer. 

1894. 



A.'-. 



' 9 1S33 
D,ofD, 



THE BOARD. 



H. N. GAINES, President. 
A. R. TAYLOR, Secretary. 
F. H. SNOW. 

WM. STRYKER. 

GEO. T. FAIRCHILD. 
A. S. OLIN. 

M. E. PHILLIPS. 



^-^ 



SUGGESTIONS. 



Office of the STATE BOARD OF EDUCATION, 
ToPEKA, Kas.. January 12, 1894. 

The State Board of Education offers the following suggestions 
to institutions of learning whose courses of study have been aj)- 
proved, and to candidates for the state certificate and diploma : 

1. The institutions whose normal course has been approved 
will understand that the standard for admission should be a second- 
grade certificate, or an examination equivalent to the same. All 
of the work contemplated in the course, including advanced work 
in the common branches, is designed to be of such high character 
as will be profitable to such candidates. 

2. The texts to be used in all of the subjects embraced in the 
course are to be those approved by the State Board of Education, 
or those generally recognized as their equivalent. 

3. The laboratoi'y work in all appropriate subjects should be 
done largely by students themselves, and should be in full keeping 
with the spirit of modern laboratory instruction. 

4. While the text-books named furnish a general outline or 
basis for the work in each subject, all of it should be accompanied 
with supplementary reading in the library in such a way as to 
awaken and insure constant freedom of investigation and inde- 
pendence of thought. It would be a great mistake for any teacher 
to imagine that all the work which the Board would like done is 
to be found in the limits of any text-book. All the resources of 
the laboratories and the librarie.s provided, as well as of the world 
outside, should be utilized. 

5. In conference with the representatives of several institu- 
tions interested at the time these regulations were finally adopted, 
it was agreed that the regular college preparatory classes wholly 
completing subjects should not be considered as meeting the 
requirements of the law, and that independent classes, keeping 
constantly in view the elaboration of general principles, and their 
application to practical work in the schoolroom, should be organ- 
ized for the normal course ; that they should continue for the time 



Manual of the 



mentioned in the course submitted to the State Board for approval, 
and that every effort should be made to make the work compre- 
hensive enough to prepare the students thoroughly for teaching 
the common branches, as well as the other subjects embraced in 
the course. It was further agreed that the classes throughout the 
course should be taught by the regular college professor in charge 
of those subjects, and not by student assistants nor inexperienced 
tutors. 

6. Each subject in the normal course found also in the regular 
collegiate department is to be taught by the regular professor in 
charge; and if independent classes are formed, they are to cover 
the same ground, and be taught as thoroughly and efficiently as 
the regular collegiate classes. 

7. Permanent records of the work of each student are to be 
kept, giving a full history of his entrance and course until grad- 
uation. 

8. From the educational standpoint, the Board naturally re- 
gards the professional subjects as of even greater importance than 
the academic, and expects that teachers thoroughly prepared to 
give instruction in them will be provided in every institution 
whose course it approves. If this new movement- is to accomplish 
much for the schools of our state, it must be through a somewhat 
exhaustive and liberal study of every phase of educational theory 
and practice. 

9. For the information of all interested, short outlines of the 
work desired in each of the professional subjects, as well as in music 
and drawing, are herewith submitted. The merest outline is pre- 
sented in each case, with the thought of giving the greatest pos- 
sible freedom consistent with the spirit of the law and the ends 
which the Board of Education has in view. A thorough acquaint- 
ance with psychology is essential to the successful prosecution of 
any of the professional subjects. In addition to the books listed, 
the reports of the National Bureau of Education, the transactions 
of the National Educational Association, and the great educa- 
tional and literary periodicals, will be found invaluable. 

to. Special attention is called to the details of section 3 of 
the law of 1893, and an earnest appeal is made to the institutions 
interested to join most heartily in carrying out the regulations of 
the Board and in maintaining a high .standard for the state cer- 
tificate. 



Kansas Board of Education. 



PHILOSOPHY OF EDUCATION. 

lO WEEKS 

Distinction between the Science and the Art of Education, 
witli illustrations : Specific nature of the inquiry; its scope; knowl- 
edge presupposed as a basis for the inquiry. 

The Problem of Education variously expressed : The great 
educational forces — their specific nature and limits; the specific 
nature of the knowledge-getting process as related to conscious- 
ness; the relative value of capacity and appliances; the true 
significance of freedom as the formal limit of education ; habit — 
its nature and function; method of development. 

The two Great Elements, Physical and Psychical — their nature 
and interdependence : 

The Physical Element, physiology and hygiene presupposed. — 
Conditions of bodily growth; dietetics — importance and scope; 
gymnastics — aims, provisions for, kinds of exercises; the nerv- 
ous system and its relation to mind and matter. 

The Psychical Element, psychology and ethics presupposed. — 
Two great divisions — intellectual or theoretical, and moral or 
practical. 

The three stages of the intellectual — perception, or intuitive; 
conception, or imaginative; thinking, or reflective; characteristics 
and limits of each; their interdependence; full outline of means 
and materials for each, together with inquiry as to their adapta- 
bility. 

Method — nature and philosophy of. Attention — nature and 
function in the knowledge-getting process; its relation to percep- 
tion and conception, how aroused and cultivated. Apperception 
— its nature and its relation to education. Relation of teacher to 
pupil and to subject-matter of knowledge; his specific office. 
Ways in which subject-matter may be adapted to the conscious- 
ness of the pupil in (a) the intuitive stage, (b) the imaginative, 
(c) the reflective. Develop the nature and function of (a) the ana- 
lytic method, (6) synthetic, (c) inductive, (d) deductive. 

Kmds of intellects — imbecile, mediocre, talent, genius; treat- 
ment of each and resulting classes. 

The act of learning — self-activity of pupil; various forms — 
normal and abnormal; methods; final ideal. 

Formal Organization of the School : Its scope, its curriculum, 
equipment, and maintenance. Kinds of schools — supervision; 
inspection; relation to the state, to the church. 



Manual of the 



The Practical Division : The new factors — the emotions and 
the will; the three phases — the social, moral, religious. 

The Social Instinct. — Importance of a mastery of social forms. 
The family influences — their limits and methods. The function 
of the school in forming the transition from the home to the world. 

The Moral Phase.— Trne social culture essentially moral. The 
ideas of right, duty, virtue — full discussion of each. Motives — 
classification of, use of, displacement of lower by higher. Treat- 
ment of the youth through critical periods in his history. Character 
the great end of all education. 

The Religious Phase. — IsTature of the religious emotions. Dis- 
tinction from moral phase. Development through various stages 
and forms. Discovery of the rationality of each. Treatment of 
the manifestations of each by (a) the family, (6) the school, (c) the 
church. 

The field is best covered by Rosenkranz. The following au- 
thorities will be found invaluable as supplementary aids for teacher 
and student: 

Psychology Applied to the Art of Teaching Baldwin. 

Lectures on Teaching Oompayre. 

Psychology, Knowledge Processes in Dewey. 

Psychology Applied to Education ; Compayre. 

Apperception Lange. 

Elements of Pedagogy White. 

Outlines of Pedagogy Rein. 

Education as a Science Bain. 

Empirical Psychology Lindner. 

Pedagogy Hewett. 

The Science of Education Palmer. 

The Science of Education Ogden. 

Lectures on Teaching Fitch. 

Philosophy of Teaching Tompkins. 

A Study of Child Nature Harris. 

Hahit Radestock. 

Principles of Education Practically Applied Greenwood. 

Philosophy of Education Tate. 

Institutes of Education Laurie. 

Lectures on the Science and Art of Education Joseph Payne. 



Kansas Board of Education. 



HISTORY OF EDUCATION. 

(20 WEEKS.) 

The classes are expected to develop the whole subject, from the 
earliest nations to the present time. Painter's or Compayre's His- 
tory of Education, or an equivalent, should be used by the student 
as a working basis, much of the time allotted for the preparation 
of the lessons assigned being used in studying special authorities. 
When possible, the original documents or translations should be 
used. The classes should systematize the facts given by these au- 
thorities and show the tendency of the various steps in educational 
history. The work as required presupposes a knowledge of gen- 
eral history, and constant and careful references should be made 
to the best authorities on the subject. The aim is to study educa- 
tion in its relationship to every phase of life. Religion, ethics, 
laws and social systems are all more or less interesting as they 
throw light on the education of the people. 

The history of pedagogics, both theoretical and practical, as the 
formal side of the history of education, should be made to give 
significance to the work throughout the entire course. The subject 
naturally divides itself into four periods, each of which is outlined 
as follows: 

Oriental Education. — This period comprises a study of the edu- 
cation among the early Chinese, Hindoos, Persians, Egyptians, and 
Hebrews. The peculiar type of education in each country; the 
subjects and methods of teaching; a comparison of the prevailing 
religious beliefs, systems of morals, governments and social cus- 
toms, should be discussed as thoroughly as possible. This period 
is becoming more important to modern educators, as scholarly 
research continues to reveal its hidden treasures. 

Clas-uoal Education. — This period comprises the development 
and growth of Greek and Roman civilizations, the value of wliich 
is great because of their relation to modern thought and education. 
It should include a careful study of the laws and institutions and 
their effects upon the individual members of society. The sys- 
tems of philosophy and ethics as related to education, taught by 
Plato and Aristotle, and the standard of education required for 
intelligent citizenship by Cicero, Plutarch, and Quintilian, should 
be well emphasized. Literature, the scientific methods used by 
Aristotle, also his university systems of lecturing, are Important 
subjects for consideration. 

Education during the Middle Ages. — Preparatory to a study of 
this period should be given a brief history of the early church, a 



Manual of the 



history of asceticism and the monastic orders, the church fathers 
and their relations to the schools, and the origin of the catechet- 
ical schools. Special importance should be given to the Eoman 
influences, the Saracenic schools, and the rise of the universities; 
also the educational reforms of Charlemagne, and secular educa- 
tion and its effect upon the theological tendency of the period. 

Modern Education. — This period extends from 1453 to the pres- 
ent time, and may be discussed under two heads — European edu- 
cation and American systems, the latter beginning early in the 
seventeenth century. Special attention should be given to the de- 
velopment and influence of the different educational periods as 
they are found in the writings of Luther, Eabelais, Montaigne, 
Rousseau, Locke, John Milton, and others. The establishment of 
schools by Francke, Pestalozzi, Froebel, also the methods in use 
in the common schools and the universities of both Europe and 
America, should be thoroughly investigated. For a helpful review 
of education in our own country, a few weeks should be given to 
the study of Boone's Education in the United States. The library 
should contain a large number of reference books on the subject of 
education, and the students required to read at least eight books 
and prepare an outline of each, to be presented either before the 
class or to the teacher in charge. Selections to be made from the 
following lists: 

REFERENCE BOOKS. 

Confucius James Legge. 

The Chinese Martin. 

Yale Lectures on the Sunday-School Trumbtdl. 

Lives of the Fathers Farrar. 

Four Phases of Morals Blackie. 

Educational Theories Browning. 

History of Greece Orote. 

Republic Plato. 

History of Pedagogy Compayre. 

History of Education Hailmann. 

Intellectual Development of Europe Draper. 

Comenlus Laurie. 

European Schools Klemm. 

Leonard and Gertrude Pestalozzi. 

Locke on Education Quick. 

Telemachus Fenelcn. 

Tractate on Education Milton. 

History of Education ; Williamn. 

Higher Schools and Universities in Germany Arnold. 

Advancement of Learning Bacon. 

Education Henry Barnard. 

American Colleges and American Public Noah Porter. 

Education in Japan Department of Education, Tokio. 

Greek Education Mahagy. 

Social Life in Greece Mahaffy. 

Economics Xenophon. 

Institutes of Oratory Quintilian. 



Kansas Board of Education. 



Ethics Aristotle. 

History of Rome Mommsen. 

Church History and Reformation Fisher. 

Rise of the Universities Laurie. 

History of Rome Gihbon. 

Emile Rousxeau. 

German Universities Hart. 

Levana Richter. 

Popular Education in France Arnold. 

Three Good Giants Rabelais. 

Educational Reformers Quick. 

Systems of Education GUI. 

Education Spencer. 

The Jesuits Maynard. 

Roman and Teuton Kingsley. 

History State Systems Series National Bureau of Education. 



1 Manual of the 



SCHOOL LAW. 

(lO WEEKS.) 

The subject should be prefaced by a thorough discussion of the 
endowment by the national government of all the schools in the 
states and territories; also, miscellaneous appropriations to the per- 
manent school fund from colonial times to the present. The stat- 
ute laws of the state relating to public education should be studied 
under four heads — organization, management, classification, and 
support. A comparison of the laws of Kansas with those of other 
states should be made, making a special reference to the above 
points and the relative degree of efficiency. The technicalities of 
law involved in the disposition of school lands, and the opinions 
on doubtful points of law given by the state superintendents and 
attorneys general, should be dwelt upon with care. Continued 
reference should be made to the reports of state and county offi- 
cers, and to all official records so far as they relate to public 
schools. The laws of the more important European countries re- 
lating to the common schools should be examined and compared 
with those of our own. 

The following books are suggested as texts and references: 

Kansas School Laws of 1893. 

Reports of Supeiintende its of the several States. 

Laws of 1893— Kansas. 

General Statutes of the State. 

The Free School System of the United States.— jFrajicis Adams. 

National Education in Europe and America.— Barna?'d. 

American Educational Cyclopedia. 

Supreme Court Decisions. 

Education Abroad.— iVori/irop. 

Compulsory Education in Michigan, Circular of 1891, No. 4. 

Education in the United States.— Boone. 

Public School Law, United States.— Tayior. 

Eecent School-Law Decisions, in Circular No. 4, 1893, National Bureau of Edu- 
cation. 



Kansas Board of Education. 11 



METHODS. 

(lO WEEKS.) 

A text-book should be used to make sure of a complete and 
comprehensive understanding of the art of teaching. The reasons 
which justify a special study of methods; the characteristics which 
show mind and knowledge to be fitted for each other; the genesis 
of the different kinds of knowledge in the progress of human de- 
velopment, which shows the order in which the faculties of the 
child get strength to enjoy and comprehend the facts of each sub- 
ject; a brief history of each school branch, showing how it comes 
to have its present place in educational work; a classification of 
knowledge, which gives the relations of subjects among them- 
selves — all these, together with the plans to be pursued and the 
ends to be attained in the various subjects of school instruction, 
should be included in the course in methods. 

The teachers of the different academic subjects in the institu- 
tion should supplement the work of the text-book with lectures on 
methods in their particular subjects. They should also give, in 
this class, special instruction on methods of teaching spelling, 
reading, writing, language, arithmetic, geography, history, and 
physiology, as these are standard subjects in the public-school 
courses. The teacher in charge should further supplement all this 
work with the discussion of the latest and most approved theories 
and methods in the subjects discussed. 

Work should be given for note books, which will test the ability 
of the students to arrange either logical or working outlines, and 
should further test their grasp of the subjects which they are to 
teach in the schools. It should be remembered that the mere 
academic knowledge of a subject, such as is obtained in studying 
it with a class seeking general education, or even such as a teacher 
makes in preparing for a county certificate, is not sufficient for 
that intelligent and intelligible presentation of school work which 
the state certificate demands. 

There should be constant reference to principles laid down in 
psychology and in philosophy of education. The class in methods 
should not confine its attention to intellectual education alone 
but should study how to give the most effectual training to all the 
powers — to secure, in short, that education which gives "to both 
body and soul all the perfection of which they are capable." The 
study of methods of physical education should, therefore, be a part 
of every complete course in methods in teaching. It is not likely 



12 Manual of the 



that a text can be found at present which gives all that may 
be needed on this particular subject. 

The following references show repositories of valuable informa- 
tion and suggestions concerning physical training: 

ANTHROPOMETRY: Scribncr's Magazine, vol. 2, pp. 3, 541 ; vol. 5, p. 172. Era 
(Watchman), vol. 16, p. 650. 

Bathing: Dress, vol. l, p. 433. Sun bath, Dress, vol. 1, p. 497. 

Breathing: Youth's Companion, January 8, 1891. Young Men's Era, March 
26, 1891. 

Clothing: Fothergill, pp. 134-143 

Stimulants and Narcotics : Fothergill, pp. 144-172. 

Temperament: Fothergill, pp. 173-179. 

Exercise: For Different Muscles.— Bfafeie, p. 199. For Invalids.— ffomc 
Oymnastics, pp. 77-94. Leaping.— £ra, vol. 16, p. 762. 

Food: Fothergill, pp. 116-134; also, pp. 39-41. Long Fastings and Starvation.— 
Popular Science, vol. 36 (February, 1890). 

Fumigation : Youth's Companion, January 30, 1890. 

Military Drill: New England Journal, August 19 and 26, 1886, vol. 24. 

Nerves: "Do We Live Too Fast? "—North American Review, March, 1892, 
vol. 154. 

Heart: Wearing Out.— DowZing. 

History of Physical Training in American Colleges: Circular of 
Bureau of Education. 

Ling System: Physical Training, General Importance of.— Dress, vol 1, p. 
369. 

Pulse: Youth's Companion, January 22, 1891. 

Kest: Anna G. Brackett.— JTarper's Monthly, June, 1891. 

Running: Physical Education.— MacZaren, p. 168. School in Relation to 
Growth and Health.— Popular Science, November, 1890, vol. 83. 

Sleep: Building of a Brain.— CZarTte, pp. 150, 151. 

Walking : Dress, vol, 1, p. 561. Physical Education.— ilfacZaren, p. 163. 

For books on methods, see list appended to " School Management." 



Kansas Board of Education. 13 



SCHOOL MANAGEMENT. 

(lO WEEKS.) » 

The Establishment, Organization and Conduct of 
Schools: Districts; sites; buildings and their equipments: grad- 
ing ; programs ; managing classes ; employments ; incentives ; 
right idea of punishment; securing co-operation of pupils; quali- 
fications and duties of teachers ; school boards and their duties. 

This work is more nearly given as above outlined in Wicker- 
sham's "School Economy" than elsewhere. 

The study of city school management should occupy a large 
part of the time. Subjects of special importance are : Adminis- 
tration, organization, high schools, evening schools, technical 
schools, city normal schools, studies and programs, supervision, 
gymnastics, fire drill, economy of management, examination of 
schools, promotions, commencement exercises, age in schooling, 
insufficiency of accommodations, schoolhouses, school museums, 
decoration of schoolrooms, and art for schools. The best summary 
for this is Philbrick's "City School Systems," published by the 
Bureau of Education, 1885. 

Additional references to bring all the work up to date may be 
found in the other publications of the Bureau of Education, in 
tlie proceedings of the National Educational Association, in the 
reports of the commissioner of education, of city superintend- 
ents, and of state superintendents, and in the current educational 
periodicals. A review of the points for and against different 
series of text-books, and a study of what a good teacher considers 
in the choice of texts for his classes, are important parts of this 
study. 

The subjects of methods and of school management should in- 
clude as reference books a large number of standard manuals for 
teachers, among which may be mentioned the following : 

Gentle Measures in the Training of the Young Abbott. 

Scliool Management Tialdivin. 

Manual of Ob.ieet Teaching Calkins. 

Primary Object Lessons Calkins. 

Ksseutials of Method DeOarmo. 

Schoolroom Guide DeOraf. 

Developing Lessons DeOraff. 

Essentials of Geography FMier. 

Methods of Studying History Hall. 

How to Study and Teach History Hinsdale. 

School Economy Holbrnok. 

Manual of Methods Kiddle, Harrison, and Calkins. 

Geography King. 



14 3fanual of the 



School Management Landon. 

How to Teach Geography MvCnrmicli. 

General Method McMurrij. 

Teacher and Parent Northend. 

Talks on Teachinj; Parktr. 

Teachers' Handbook Phelpn. 

School Supervision Pirhard. 

Course of Study and Methods of Teaching Prince. 

Elementary Instruction Sheldmi. 

Object Lessons Sheldon. 

Methods Swell. 

How to Teach United States History Trainer. 

Course of Instruction for Graded Schools Wells. 



Kansas Board oj Education. 15 



KINDERGARTEN AND PRIMARY METHODS. 

( to WEEKS.) 

Study of the Life of Froebel as the Basis for Analy- 
sis OF HIS Theory of Education; development of that theory, 
from the kindergarten proper through the several grades of school 
instruction; specific investigation of his theory as appl'ed in kin- 
dergarten and primary schools. 

The study of Froebel's gifts, games, songs and occupations 
should be made, Avith constant reference to the principles under- 
lying their use; these principles to be illustrated by the prepara- 
tion of complete schools of work, embracing all the manual 
occupations of the kindergarten, viz.: 

Sewing, including forms of knowledge. 

Beauty and Life, including drawing of original designs. 

Weaving, including patterns from dictation, copying, and origi- 
nals. 

Paper Folding — forms of life and of beauty from the square 
and the circle. 

Paper Cutting {with, scissors), embracing the construction of 
all regular plane geometric figures, as developed from the square 
and the circle. 

Pajjer Cutting (with knives) — designs made by combining 
seventh-gift tablets, circles, ovals, etc. 

Clay Modeling — instruction in knowledge of form, comprising 
series of exercises based on the curved solids, sphere, spheroid, 
ovoid, cone, and cylinder. 

Color Work, as developed along the following lines: 

(a) Investigation as to color perception. 

(6) Study for ideal color unit. 

('•) Expression, or the use of color. 

{'I) Study of color harmony. 

(e) Study of suitable color for construction, representation, 
and decoration. 

The work, as required in primary methods, presupposes a 
knowledge of psychology, and constant reference is made in the 
work to the underlying psychological principles. 

The student should study the application of kindergarten prin- 
ciples to primary work, and the extent to which tlie kindergarten 
methods may be used in the primary schools. 

The work in methods includes: 

(a) Methods of teaching number in first grade. 



16 Manual of the 



(6) Methods of teaching preparatory, beginning and advanced 
primary reading. 

(c) Methods of teaching language: 1. Generallanguage lessons. 
2. Specific language lessons, as developed in object lessons, stories 
for reproduction, conversation, etc. 

[d) Methods of teaching writing and spelling. 
Books for study and reference : 

Child Nature • HarrUon. 

Early Education Currie. 

The Child. Kriege. 

Early Training of Children Malleson. 

Child Culture : Barnard. 

The Soul of the Child Prejyer. 

Study of Child Nature Harris. 

Kindergarten Magazine Hofer. 

Child Garden Safer. 

Conscious Motherhood Marwedel. 

Education of Man Froebd. 

Reminiscences of Froebel Buloiv. 

Philosophy of Teaching 'lowpMn^. 

Education f^pencer. 

A Pot of Green Feathers Roftper. 

The One I Knew Best of All Burnett. 



Kansas Board of Education. 17 



DRAWING. 

(SO WEEKS.) 

The following arrangement is according to subjects. For sug- 
gestive working outline, see catalogue of Kansas State ISTormal 
School for 1893. 

Oeometric Z)ra^fmg'.— Measurement — judging distances; draw- 
ing to scale; geometric problems and their application; projection 
— type solids and their variation, parallel and oblique sections, 
intersections; development. Objects constructed of wood from 
original working drawings. 

Elements of Building Construction. — Original design for school- 
house; complete plans and elevations, with details of construction. 

Plane Perspective. 

Geometric Drawings of Objects Based on Type Solids. 

Decorative Draioing. — Color : Theory; original designs illustra- 
ting dominant, complementary and analogous harmony. Historic 
ornament: Frets, borders, centers, and surfaces; examples illus- 
trating arrangements of modified geometric and bilateral units; 
conventional plant forms. Students model historic ornament 
from the flat, and make plaster casts from the clay models. Study 
of plant form : Drawing of seeds, buds of fruits, leaves, and flow- 
ers; conventionalization. Design: Original arrangement of geo- 
metric figures in borders, surfaces, and centers; elementary and 
applied design from plant form; essentials of good design — fitness 
to purpose and position, strength, growing point, symmetry, pro- 
portion, color, neatness and accuracy of execution. 

Representative or Pictorial Draioing. — Free movement, quality 
of line. {Freehand always.) That a just appreciation of pictorial 
drawing may be attained, a careful study is made of the geometric 
solids and the principles which underlie their representation. In 
all common objects, geometric forms, modifications or combina- 
tions of geometric forms, are discovered, making the representa- 
tion of complex forms less diflicult. Freehand outline drawing 
from objects; light and shade drawings from objects with pencil 
and charcoal point. Important points observed : Freedom, accu- 
racy, speed. Order in drawing : Study proportions of whole mass; 
indicate height and width; sketch outline of mass; draw inner 
lines; correct, if necessary; erase and line in. Illustrative sketch- 
ing (1) from imagination; (2) from dictation; (3) from objects; 
(4) from memory. 

History of 4rf,— Goodyear is the standard text. A careful 
study should be made of works of art from photographs. 



18 Manual of the 



Outline for drawing in the public schools. 

Books of reference: Liibke's "History of Art;" Fergusson's 
"History of Architecture;" D'Anver's "History of Art;" Wor- 
num's "Analysis of Ornament;" "Famous Paintings and their 
Homes;" Hoyt's "History of Painting." 



Kansas Board of Education. 19 



VOCAL MUSIC. 

PRINCIPLES OF TONIC-SOL-FA AND STAFF NOTATION DEVELOPED 
SIMULTANEOUSLY. 

(FIRST .TERM-IO WEEKS.) 

Elementary Instruction. — Manual signs, mental effects, tonic- 
sol-fa notation. 

Staff Notation. — Degrees: Jines and spaces representing sounds. 
Numbers: scale names. Syllables. Letters: pitch names. Notes: 
indicating length and pitch. Rests: signs of silence. The G clef: 
its use. Time signature: its meaning. Rhythm: bringing out 
the idea of measure. Thorough drill in the different kinds of 
measure, using both beat and time names. Major diatonic scale: 
its formation. Distance measure by steps and half steps, some- 
times called tones and semitones, or major and minor seconds. 

By means of manual signs, dictation and blackboard exercises, 
pupils should be taught the simplest tone successions and group- 
ings. Exercises in reading music from figures. Gradual develop- 
ment in tone succession, from the simpler to more complex forms. 
Solfeggio exercises in one and two parts. Studies in one and two 
parts, with texts to secure proper attack of tone, purity of vowel 
sounds, with careful work in breathing and phrasing. 

/wferfaZs. ^Pupils required to form, write and analyze seconds, 
thirds, fourths, fifths, sixths, and sevenths, upon each degree of the 
major diatonic scale. Inversion of intervals. Chromatic tones 
introduced — sharp four, flat seven, and others in their order. 
Exercises in figures and tonic sol-fa to be written in various keys, 
using staff notation. 

Theoretical and Practical Development of the Major Diatonic 
Scale and Transposition to all the ^e^.s.^ Classification of voices. 
Fundamental principles of harmony in written exercises. Com- 
mon chords founded upon the different degrees in the order of 
their importance. 

Harmonies of the Dominant and other sevenths taught. 

Theoretical and Practical Development of the Minor Diatonic 
Scales.— Hoxmonic and melodic in all the keys. Study of tonal 
effects in the various modes. 

(SECOND TERM — lO WEEKS.) 

Recapitulation of Subject-matter Embraced in First Term.— 
Classification of voices and assignment of parts: Soprano, alto, 



20 Manual of the 



tenor, and bass. Great staff introduced, showing use of bass and 
tenor clefs and their relation to each other. 

Fundamental Principles of ffai'tnony Reviewed in Written Ex- 
e7'cises. — Inversion of triads and chords of the seventh. Studies in 
tonal tendencies. Triads — their relation to the tonic and each 
other. Exercises in the forms of broken chords, making use of 
the different harmonies in their various positions and keys. 

Solfeggio Exercises, in four parts, founded upon the different 
harmonies, which are to be named as used. 

Studies and Songs, in four parts, with texts, for the purpose of 
acquiring a correct enunciation of vowel and consonant sounds. 

Methods of Teaching, as applied to graded and ungraded 
schools. 

Review of the Work embraced in the 20 weeks' study. 

During the 20 weeks' study, short talks are to be given upon 
the subjects, "History of dotation." "General Utility of yocal 
Music," and " Music in the Public Schools." 

Eeference is made to the following: 

National Music Course Luther Whiting Mason. 

The Public-School Music Course Charles E. Whiting. 

The Normal Music Course Tufts and Holt. 

Voices of Children W. H Leib. 

The Child 's Voice Emil Behnke and Lenox Brown. 

The Throat and the Voice Cohen. 

Dictionary of Music and Musicians Sir George Grove. 



Kansas Board of Education. 21 



REGULATIONS OF THE STATE BOARD OF 
EDUCATION. 



AN ACT 

Amending sections 7 and 9 of article six, eliapter 122, Laws of 1876, entitled "An 
act for the support and regulation of common schools," and providing for the 
acceptance of certain grades from certain institutions of learning by the State 
Board of Education. 

Be it enacted by the Legislature of the State of Kansas: 

Section 1. That section 7 of article six, chapter one hundred and twenty-two, 
of the Laws of 1876, is hereby amended so as to read as follows : Sec. 7. There shall 
be a State Board of Education consisting of the state superintendent of public in- 
stuction, the chancellor of the State University, tlie president of the State Agri- 
cultural College, the president of the State Normal School, and three others to be 
appointed by the governor by and with the advice and consent of the senate, selected 
from among those engaged in school work in the schools of the state. The three 
thus appointed by the governor shall hold their office for a term of two years, or until 
their successors are duly appointed and qualified. The State Board of Education 
thus constituted are hereby authorized and empowed to issue state diplomas to 
such professional teachers as may be found, upon a critical examination, to possess 
the requisite scholarship and culture and who may also exhibit satisfactory evi- 
dence of unexceptionable moral character, and of eminent professional experience 
and ability, and who have taught for two years in the state. All such diplomas 
shall be countersigned by the state superintendent of public instruction, and shall 
supersede the necessity of any and all other examinations of the person holding 
the same by county, city or local boards of examiners, and such diplomas shall be 
valid in any county, city, town or school district in the state during the lifetime of 
the holder, unless revoked by the State Board of Education. 

Sec. 2. Section 9 of article six, chapter one hundred and twenty two, of the 
Laws of 1876, is hereby amended so as to read as follows: Sec. 9. The State Board 
of Education shall meet at such times and places as by them may be deemed 
necessary, and transact such business as may legally come before them, and ex- 
amine all applicants who may present themselves for such examination ; and if 
satisfied with the scholarship, culture and moral character of the applicant, and 
with his professional attainments and experience, said Board shall issue a state 
diploma, or certificate, as the case may be, in accordance with such examination 
and the provisions of this act. The auditor of state is hereby authorized to issue 
warrants upon the state treasurer against any funds not otherwise appropriated 
for the actual expenses of the members of the said Board of Education incurred in 
attending the meetings or examinations provided for in this act, except for the 
examinations as specified in section eight of this act: 

Provided, In each case, that said warrant shall issue only upon the statement 
verified by affidavit of the member submitting such account and approved by the 
secretary of said Board of Education : 

Provided, also, That the sum total of said expenses of the Board shall not ex. 
ceed three hundred ($300) dollars per annum. 

Sec. 3. Upon the application of any college, university, or educational insti- 
tution of like standing, incorporated under the general laws of the state of Kansas, 
the State Board of Education shall have the power to examine the course of study 



22 Manual of the 



prescribed and the character of the work done by it, and, if, in the judgment of 
said Board, it shall prove to have as efficient course of study as the four-years' 
courses of study in the State Normal School, the said State Board of Education 
shall have power to accept grade given on academic subjects completad in course 
and passed in regular examination to persons who are graduates of or may here- 
after graduate from such institution in lieu of the examinations on the same sub- 
jects required for the state certificate, which said Board is empowered to give by 
sections one and two of this act and section eight of article six, chapter 122, Laws 
of 1876. 

Skc. 4. The Board shall examine all persons whose grades are thus accepted, 
upon the professional subjects included in the course of study at the State Normal 
School, viz. : Philosophy of education, history of education, school laws, methods 
of teaching, school management, and upon such other subjects as the regulations 
of the Board require upon which they are unable to present grades as required 
in section three of this act. 

Skc. 5. To all persons receiving credits and passing examinations as required 
in the preceding sections, the State Board of Education shall issue tlie three-yeais' 
certificate provided for by the sections mentioned by the third section of this act, 
and at the expiration of that time, if the holder of said certificate satisfies the 
Board that he has taught successfully at least two years out of the three and has 
kept himself well informed in the general literature of his profession, said Board 
shall issue a life certifleate in lieu of the first one issued. 

Sec. 6. The graduates of the State University, the State Agricultural College, 
and of institutions of learning in any of the United States maintaining, in the judg- 
ment of the State Board of Education, the same high grade scholarship as required 
in section three of this act, shall be entitled to similar credits. 

Sec. 7. When the examination papers show a lack of knowledge of the com- 
mon branches, so-called, viz. : History of the United States, arithmetic, grammar, 
geography, orthography, and penmanship, the said Board is authorized to require 
the candidates to pass a specific examination upon the same. 

Sec. 8. The State Board of Education is authorized to give examinations at 
the institutions whose courses of study it approves, each institution bearing the 
expenses of the same. 

Sec. 9. When the said Board satisfies itself that any institution is not main- 
taining the standard by which it received the approval of the Board, its graduates 
shall not be entitled to the credits provided for in section three. 

Sec. 10. When the State Board of Education is satisfied that any resident of 
this state, holding a state certificate issued by any other state in the United States, 
secured the same by passing an examination equivalent to that given by said 
Board, it may issue to said person the certificate as provided for in section three 
of this act, without further examination. 

Sec. 11. Alllife certificates issued by the State Board of Education or by the 
regents of the State Normal School shall be void if the holder of the same should 
not be engaged in school work for three consecutive years : Provided, That certifi- 
cates may be renewed at the discretion of the State Board of Education. 

Sec. 12. The said State Board of Education is empowered to cancel any state 
certificate which said Board, on satisfactory proof, finds to be held by a person of 
immoral character or otherwise disqualified for a teacher. 

Sec. 13. All acts or parts of acts in conflict with this act are hereby repealed. 

Sec. 14. This act shall take effect and be in force from and after its publica- 
tion in the official state paper. 

Approved March 11, 1893. 
I, R. S. OsBORN, secretary of state of the state of Kansas, do hereby certify that 
[seal I ^^^ foregoing is a true and correct copy of the original enrolled bill 
now on file in my office. R. S. Osborn, Secretary of State. 



Kansas Board of Education. 23 

The following regulations have been adopted by the State Board 
of Education for carrying out the provisions of the act: 

1 . Any institution of learning in the state desiring the ap- 
proval of the Board shall submit a full outline of its course of 
study, together with a definite statement of the standard required 
for admission, of the amount of time given to each subject, of the 
scope of work and the text used in each, the amount of laboratory 
work required, and the proficiency demanded in final examination. 
If, in the judgment of the majority of all of the members of the 
Board, the course meets the requirements of section three of the 
law of 1893, the institution shall be placed upon the approved list. 

2. Graduates of institutions thus approved shall be entitled to 
the credits named in section three of the law of 1893, upon the pre- 
sentation of certificates from the proper authorities specifying the 
grades received in final examinations on subjects completed in 
course in said institutions. 

'3. Graduates of any four- years' collegiate course of study in 
the State University or State Agricultural College, or of any ap- 
proved four-years' collegiate course in approved institutions of 
learning, may be permitted to substitute subjects from said courses 
in place of the common branches, subject to the limitations of sec- 
tion seven of the law of 1893. 

4. The examinations upon the professional subjects named in 
section four of the law of 1893, and upon such other subjects re- 
quired for the three-year certificate as the candidate may be unable 
to present grades, may be taken at any time provided by the regu- 
lations of this Board. 

5. Candidates for the life diploma provided for in section five 
of said law will be required to present a statement of the time de- 
voted to teaching, certified by a county or city superintendent con- 
versant with the facts, and of the exact character of the professional 
reading completed during the time he holds the three-year certifi- 
cate. 

6. Candidates who may be graduates of institutions of learn- 
ing outside the state will be required to present similar information 
as hereinbefore required concerning the institution whose grades 
they wish recognized. 

7. All candidates will be required to make application on 
blanks furnished by the president of this Board, and no applica- 
tion will be considered which he does not certify as properly filled. 
Special blanks will be furnished candidates who desire the recog- 
nition of certificates issued by other states. 

8. Examinations will be held the week beginning with the last 
Monday in May in approved institutions of learning, and the week 
beginning with the fourth Monday in August in the cities of Law- 



24 Manual of the 



rence, Topeka, Emporia, Great Bend, Manhattan, Winfield, and in 
such other places as the Board may designate in response to appli- 
cations filed in the office of the state superintendent. 

9. In all cases where the holders of certificates from other 
states make application for a state certificate, the state superin- 
tendent shall request of the state superintendent of said state a 
full copy of the record of the examination upon which said certi- 
ficate was issued, together with the list of questions used. This 
will furnish the basis upon which the Board shall act. 

QUALIFICATIONS FOR STATE CERTIFICATE. \ 

10. To be entitled to a three-year certificate, the candidate — ' 

(1) Must pass a satisfactory examination in the following 
branches : 

1. ^W(/Zts7i.— Spelling, reading, penmanship, composition and 
grammar, including the structure of words. » 

2. Mathematics. — Arithmetic, bookkeeping, algebra through 
quadratic equations, and plane geometry. 

3. Geography. — Physical and political. 

4. History. — United States history, general history, and civil 
government. 

5. Physiology. 

6. Natural philosophy. 

7. Botany. 

8. Zoology. 

9. Geology. 

10. Industrial drawing. 

11. Mental science. 

12. Professional subjects. — Philosophy of education, history of 
education, school law, school management, and methods of in- 
struction. 

(2) Must have taught one year. 

(3) Must produce satisfactory testimonials from reputable per- 
sons in regard to temper, manners, moral character, and profes- 
sional standing. 

(4) A candidate for the three-year certificate may substitute 
for any two of the branches numbered 7, 8, 9, and 10 (previously 
mentioned ), any two of the following branches required for the 
diploma : Political economy, chemistry, Latin. 

QUALIFICATIONS FOR STATE DIPLOMA. 

11. To be entitled to a state diploma on examination, the can- 
didate — 

(1) Must pass a satisfactory examination in all the branches 
required for a three-year certificate, together with solid geometry, 



Kansas Board of Education. 25 

political economy, elementary chemistry, and Latin (grammar, 
reader, Caesar, and Virgil, or equivalents). 

(2) Must have taught five years, two of which must have been 
in the state of Kansas. 

(3) Must present testimonials, as required of the candidates for 
certificates. 

12. The attention of candidates is invited to the following 
rules : 

(1) Each candidate will be required to present the requisite 
testimonials before commencing the examination. 

(2) The examination questions in each branch will be given to 
candidates at the beginning of the time alloted to the examination 
in that branch, and at the expiration of that time the written 
answers will be collected. 

(3) During the examination, candidates shall be seated as far 
apart as possible, and they will not be allowed to communicate 
with one another. 

(4) Answers should be brief, but must be complete in logical 
exposition and in grammatical structure. The answers in mathe- 
matics must show the process as well as the result, in each case. 

(5) In grading candidates, due weight will be given to the 
character of manuscripts in regard to penmanship and neatness 
of arrangement of answers. 

(6) The standing of candidates in spelling, composition and 
penmanship will be determined, in part, by the character of their 
respective manuscripts in these respects. 

(7) 100 per centum will denote perfection. 

(8) An average standing of 90 per centum, with not less than 
75 in any topic, will be required for a certificate. An average 
standing of 90 per centum, with not less than 85 in any topic, will 
be required for a state diploma. Candidates whose grades have 
been accepted from approved institutions oi learning will have 
the grades given by the State Board of Education only considered 
in making above averages. 

(9) Candidates failing to pass this examination may. at the 
next two stated examinations, {provided they attend both,) write 
on all the topics not marked 90 per centum on the first, and thus, 
being credited with first standings of 90 or more, complete the ex- 
amination. Those obtaining tlie three-year certificate shall have 
the same credits w^hen writing for the diploma at any time before 
the expiration of such certificate. 

(10) Candidates are required to write upon legal-cap paper of 
standard size. 

(11) The examinations in advanced subjects will comprehend 
the matter embraced in text-books used in the collegiate depart- 
ments of first-class colleges. 



24 Manual of the 



(12) Examinations will be held annually, as indicated herein, 
and at no other time. 

13. These certificates and diplomas supersede the necessity of 
any and all other examinations of the person holding them, by 
county, city or local boards of examiners, and are valid in any 
county, city, town or school district in the state for the term of 
years therein set forth. It is hoped that many of our teachers will 
obtain these highly honorable and official evidences of scholarship, 
culture, and professional attainments. 

RULES REGULATING INSTITUTE CERTIFICATES. 

REQUIREMENTS OF CONDUCTOR. 

1 . He shall have attained the age of 25. 

2. He shall have taught five years, two of which shall have 
been in Kansas. 

3. He shall furnish satisfactory evidence of having instructed 
in two normal institutes, one of which shall have been in Kansas. 

4. He shall be the holder of a state certificate, or a life diploma, 
or be a graduate of an accredited college, or furnish satisfactory 
evidence of having conducted successfully one normal institute 
in Kansas. 

5. He shall furnish satisfactory evidence of a good moral char- 
acter. 

6. The first certificate shall be granted for one year. 

7. Persons having conducted successfully one normal institute 
in Kansas may be granted a certificate good for five years. 

8. The state superintendent is instructed not to sign any con- 
tract granting the right to conduct a normal institute to anyone 
who is not the holder of a conductor's certificate in force at the 
time of making the contract. 

REQUIREMENTS OF INSTRUCTOR. 

1 . He shall have attained the age of 23. 

2. He shall have taught two years, one of which shall have 
been in Kansas. 

3. He shall be the holder of a state certificate or a life diploma, 
or be a graduate of an accredited college, or shall furnish satis- 
factory evidence of having instructed successfully in one normal 
institute in Kansas. 

4. He shall furnish satisfactory evidence of a good moral char- 
acter. 

5. The first certificate shall be granted for one year. 



Kansas Board of Education. 27 

6. Persons having instructed successfully in one normal insti- 
tute in Kansas may be granted a certificate good for three years. 

TIME TO MAKE APPLICATION. 

Applications for institute certificates will be considered only 
at tlie October and March meetings of the Board, and, to insure 
consideration at any meeting, applications must be made at least 
30 days preceding said meeting. 

EXAMINATIONS. 

Persons not having the qualifications required by the Board, 
and desiring a certificate, may take the state examination at any 
of the regular examinations of the Board. 

Certijicates are granted only to residents of Kansas. 

By order of the State Board of Education. 

H. N. GAINES. 

President. 



1 TBRARV OF CONGRESb 

iiiiiM 

P>1Q 751 /b/ JQ 




